Personalized Learning Academy Training for Trainers II

1. Personalized Learning AcademyTraining for Trainers II Center on Innovations in Learning Florida & Islands Comprehensive Center Virgin Islands Department of Education 2017

2. Focus on Cognitive and Metacognitive Competency Indicators Center on Innovations in Learning FLICC 2017

3. Three BigBuckets Learning Technologies Competency-based Ed. Personal Competencies

4. Deconstructing the definition • Learning Technologies (Tools, Systems, Methods) • Targeted Learning • Learning Applications • Personal Competencies (Relationships and Self-Direction) • Relationships (Relational Suasion) • Personal Competencies • Student Engagement • Competency-Based Education (Variety and Flexibility) • Modes of Instruction • Time, Place, and Pace

5. 3 Strategies Educators Should Use • Technology to Increase Engagement & View Learning(Kahoot) • Active Student Responding • (CR, RC, GN) • Learning Pictures • (Student Graphs)

6. Kahoot!

7. Choral Response

8. Tracking Mastery

9. Personal Competencies in a Nutshell

11. Definition: Prior knowledge which facilitates new learning; broad knowledge acquired in any context, accessible in memory to facilitate new learning; sufficient depth of understanding to expedite acquisition of new learning; fed by curiosity and disciplined study. Redding, S. (2016). Competencies and personalized learning. In M. Murphy, S. Redding, and J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 3–18). Philadelphia, PA: Temple University, Center on Innovations in Learning. What I Know (Cognitive Competency)

12. Basic Components of Cognitive Competency in School Learning

13. What I Know (Cognitive Competency) In Other Words: Cognitive Competency is the reservoir of prior learning that enables the learner to access webs of association and understanding to efficiently acquire new learning.

14. Maureen’s Cognitive Competency Exercise

15. Cognitive Competency in Practice The vertical and horizontal articulation of the curriculum—teacher-to-teacher, grade-to- grade, course-to-course—takes lots of collaborative planning time, but it is time well spent. It is well spent especially if it is accompanied by instructional planning to ensure that each student is appropriately reached with the curriculum.

16. Cognitive Competency Effective Practice and Indicators in the Classroom Effective Practice:Intentionally addressing students’ accessible background knowledge to facilitate new learning. Reviewing prior learning and connecting it with newly introduced topics. Expecting that specific knowledge is memorizedand teaching memorization techniques. Including vocabulary development (generalvocabulary and terms specific to the subject) as learningobjectives.

17. Cognitive Competency Effective Practice and Indicators Identifying and teaching common facts, ideas,phrases, and quotations that the student will encounter inreading and discussion. Assigning rich (complex) reading and theapplication of the reading in written work and discussion. Encouraging each student’s curiosity by providingpathways of exploration and discovery. Reinforcing elements of mastered knowledgethrough review, questioning, and inclusion in subsequentassignments.

18. Cognitive Competency Effective Practice and Indicators Using writing assignments to connect newlearning with prior learning and deepen understanding. Encouraging family activities that contribute tostudents’ general knowledge.

19. How I Learn (Metacognitive) Definition:Self-regulation of learning and use of learning strategies; thinking about one’s thinking; tools for problem solving; consists of both self-appraisal (knowing what I know) and self-management Redding, S. (2016). Personal Competency: A framework for building students’ capacity to learn. Philadelphia, PA: Temple University, Center on Innovations in Learning.

20. How I Learn (Metacognitive) Self-regulation of learning and use of learning strategies In other words, students develop metacognitive competency by understanding that they have control over their learning and responsibility for it and by knowing procedures that lead to mastery, strategies to employ, and methods for testing their own progress.

21. How I Learn (Metacognitive) Definition: Self-regulation of learning and use of learning strategies; thinking about one’s thinking; tools for problem solving; consists of both self-appraisal (knowing what I know) and self-management Redding, S. (2016). Personal Competency: A framework for building students’ capacity to learn. Philadelphia, PA: Temple University, Center on Innovations in Learning.

22. How I Learn (Metacognitive) In Other Words: Students develop metacognitive competency by understanding that they have control over their learning and responsibility for it and by knowing procedures that lead to mastery, strategies to employ, and methods for testing their own progress.

23. Saundra Yancy McGuire Teach Students How to Learn, 2015

24. Saundra Yancy McGuire Teach Students How to Learn, 2015

25. Saundra Yancy McGuire Teach Students How to Learn, 2015

26. Saundra Yancy McGuire Teach Students How to Learn, 2015

27. Saundra Yancy McGuire Teach Students How to Learn, 2015

28. Saundra Yancy McGuire Teach Students How to Learn, 2015

29. Saundra Yancy McGuire Teach Students How to Learn, 2015

30. Metacognitive Deeper Self-regulatory metacognition proceeds through three steps: goal setting and planning (including choice of strategies), monitoring progress through the plan’s implementation, and adapting the plan based on feedback (self-appraisal or from the teacher or program).

31. Basic Components of Metacognitive Competency in School Learning

32. How Students Develop Metacognitive Competency Students develop metacognitive competency by understanding they have control over their learning and responsibility for it and by knowing procedures that lead to mastery, strategies to employ, and methods for testing their own progress.

33. Metacognitive Competency: Effective Practice and Indicators in the Classroom Thinking out loud to show, by example, how alearning task is approached and pursued. Pairing students as problem solver and active listenerfollowing instruction and modeling on the culture of thinking,as in the Think Aloud Paired Problem Solving (TAPS) method.

34. Metacognitive Competency: Effective Practice and Indicators in the Classroom Teaching specific learning strategies and techniques,such as active listening, note-taking, strategic reading,organization of content, access to resources, research,questioning, memorization (mnemonics), outlining, practice,analytical thinking, self-monitoring, and test preparation.

35. Metacognitive Competency: Effective Practice and Indicators in the Classroom Teaching the learning process of (a) goal settingand planning (including choice of strategies); (b) monitoringprogress through the plan’s implementation; and (c) adaptingthe plan based on feedback (self-check, peer check, teacherappraisal).

36. Metacognitive Competency: Effective Practice and Indicators in the Classroom Including self-checks and/or peer-checks as part ofassignment completion. Showing how to chart and graph assignmentcompletion and objective mastery.

37. Metacognitive Competency: Effective Practice and Indicators in the Classroom Including the documentation of learning processesand strategies employed in the completion of an assignment. Teaching the procedures of logic, synthesis, analysis,and evaluation to employ in critical thinking.

38. Maureen’s Close Reading Exercise

39. Lesson Design Studio Exercise Get in small groups (3-4 Members) Determine which lesson to enter Determine online or paper Create Lesson 15 minutes duration

40. Lesson Planning Each teacher… Creates 3“basic” lessons (lesson definition and lesson detail). Enters the 3 lessons online (Lesson Design Studio - LDS). Obtains feedback on at least 1 lesson (Peer Feedback Form) Teaches, then “adds a reflection” for each of the 3 lessons (LDS). “Enhances” 1 of the 3 lessons (LDS) STRATEGY: Reading Specialists & Chairpersons walk teachers through the process “together” in grade level prep times, for example.